ScholarWorks@숙명여자대학교

초록

This study aims to develop performance criteria based on characteristics observed in science inquiry tasks for elementary school students. First, the performance characteristics by observing 70 fifth-grade elementary school students’ science inquiry activity report are listed. Second, the checklist-type scoring criteria in connection with the theoretical framework of scientific inquiry process and relevant competencies are developed. Third, with the developed scoring criteria, 11 raters participate in scoring 350 students’ reports. The main findings are as follow: first, the scoring data are well-fitted for the many-faceted Rasch model, and 22 scoring criteria are reasonably-well differentiated for various levels of proficiency. Second, at low performance level, observable characteristics are to answer questions explicitly required by the task or to observe objects or phenomena using pre-learned scientific concepts, while at high performance level, to explore additional data other than given data or to reflect on one’s experimental process. Based on the results, the usefulness of analyzing students’ performance characteristics for developing the scoring criteria, and further research directions are discussed.

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